Evaluation of an initiative to raise reading attainment in Key Stage One national tests

This digest found in

English

Authors

Cuckle, Pat and Diane Shorrocks-Taylor University of Leeds

Publisher

Journal of Inservice Education, 31(1), 2005

Introduction

Can booster groups for borderline pupils improve reading attainment at Key Stage 1?
In recent years central government has aimed to raise educational achievement, measured by national tests, in English, maths and science for pupils aged 7, 11 and 14. One specific aim was to ensure that 85% of pupils reach level 4 plus in English at the end of Key Stage 2. The literacy intervention in this large scale study aimed for at least 50% of pupils involved to reach level 2 at the end of Key Stage 1 and in turn increase the likelihood that pupils would reach level 4 at the end of Key Stage 2.

This study evaluated the effects of a five day training course that aimed to:

increase teachers’ skills in teaching reading; and
improve national test results so that at least 50% of pupils who had been forecast to fail to reach level 2 would be able to reach or exceed it with appropriate support.

The study provided evidence that withdrawing selected pupils for additional instruction in small groups had a positive effect on their progress and over 95% of the teachers involved each year reported it as successful in raising attainment and boosting confidence in the pupils as readers.

This large scale study involved 3539 pupils taken from 142 schools over a period of three years.

Keywords:
United Kingdom; Key Stage 1; Key Stage 2; Teachers; Teaching assistants; Literacy; Reading; Phonological awareness; Assessment; Key Stage tests; Professional development

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the effects of additional support on borderline pupils? What was involved in the literacy initiative? How were the staff trained to carry out the literacy initiative? Which aspects of the initiative did teachers consider most useful in supporting progress? How was the study designed? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Evaluation of an initiative to raise reading attainment in Key Stage One national tests This digest found in English Send to a friend Word doc 80KB Printer friendly Collate for later Authors Cuckle, Pat and Diane Shorrocks-Taylor University of Leeds Publisher Journal of Inservice Education, 31(1), 2005 Introduction Can booster groups for borderline pupils improve reading attainment at Key Stage 1? In recent years central government has aimed to raise educational achievement, measured by national tests, in English, maths and science for pupils aged 7, 11 and 14. One specific aim was to ensure that 85% of pupils reach level 4 plus in English at the end of Key Stage 2. The literacy intervention in this large scale study aimed for at least 50% of pupils involved to reach level 2 at the end of Key Stage 1 and in turn increase the likelihood that pupils would reach level 4 at the end of Key Stage 2. This study evaluated the effects of a five day training course that aimed to: increase teachers’ skills in teaching reading; and improve national test results so that at least 50% of pupils who had been forecast to fail to reach level 2 would be able to reach or exceed it with appropriate support. The study provided evidence that withdrawing selected pupils for additional instruction in small groups had a positive effect on their progress and over 95% of the teachers involved each year reported it as successful in raising attainment and boosting confidence in the pupils as readers. This large scale study involved 3539 pupils taken from 142 schools over a period of three years. Keywords: United Kingdom; Key Stage 1; Key Stage 2; Teachers; Teaching assistants; Literacy; Reading; Phonological awareness; Assessment; Key Stage tests; Professional development